Teaching Arabic in State Islamic University

Abstract

Serving as the language of al-Qur'an and everyday Islamic rituals both individually and in public congregation, Arabic is a necessary tool for all Muslims to complete their religious duties; therefore, Arabic subject is offered elsewhere starting from PAUD education to university level in our Muslim majority country. This study is going to discuss a specific aspect regarding the strategy of teaching Arabic in higher education. This specific aspect has already been our concern quite a while; it related to the ‘upgrade’ or the transformation of IAIN institution into UIN in which there are faculties with non-religious subjects and their students whose background are of non-or-minimum earlier religious education. In general, they were educated in public high school and had not enough study in Arabic; they were succinctly not familiar with its linguistic peculiarities. Qualitative in nature and with naturalistic approach, this study unveils the urgency of Arabic language proficiency for these students of non-religious faculties. It reveals as well the need for a shift in teaching strategies at UIN for students in non-religious faculties, in a systematic and proper way so that they may develop interest towards the study of Arabic language

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

“…The difficulties of using technology in teaching translation online increased during the pandemic due to additional complications of the LMS platforms. Previous research (Akmaliyah et al, 2020;Alwazna, 2021;Di Pietro et al, 2020) found that teachers were required to teach and communicate through a digital medium, while maintaining a strong sense of presence despite physical separation. About 54% of teachers had difficulty implementing online teaching (Mazlan et al, 2022).…”

“…Teachers needed to incorporate audio and video materials, online resources, and computer-aided tools into their teaching methods to ensure effective lesson delivery. Previous studies (Akmaliyah et al, 2020;Di Pietro et al, 2020;Pikhart & Al-Obaydi, 2023;Rapanta et al, 2020) highlighted challenges that encompass disparities in accessing reliable internet connections, insufficient technical support, deficiency in technology training, absence of social physical presence, as well as pedagogical issues pertaining to the adjustment of curriculum and instruction to conform to online environments. Consequently, it became necessary to enhance knowledge while acquiring online management skills, and incorporate virtual thinking methodologies, and innovative pedagogies while exploring virtual reality technology (Aroles & Küpers, 2021;Basilaia et al, 2020;Xiao & Muñoz, 2020).…”